Resumo

VALLE, PAULO ROBERTO DALLA  e  FERREIRA, JACQUES DE LIMA. CONTENT ANALYSIS IN THE PERSPECTIVE OF BARDIN: CONTRIBUTIONS AND LIMITATIONS FOR QUALITATIVE RESEARCH IN EDUCATION. Educ. rev. [online]. 2025, vol.41, e49377.  Epub 10-Jan-2025. ISSN 1982-6621.  https://doi.org/10.1590/0102-469849377.

Content analysis refers to a set of techniques through which data can be analyzed. It is widely used in qualitative research, particularly in investigations in the field of education, as it is an effective method for understanding content that is not always explicit in discourse (whether it be a text, gesture, or utterance of a phrase, that is, any form of communication). This article aims to describe the methods and techniques of content analysis from Bardin's (2016) perspective, highlighting its contributions and limitations for qualitative approaches in education. This study employs a qualitative approach of a bibliographical nature, based on articles and books that address the topic. From Bardin’s perspective, content analysis offers several important contributions to qualitative research in education, including systematic and rigorous data analysis, a deeper understanding of the phenomena studied, a flexible and adaptable approach, the possibility of identifying gaps in the literature, and data triangulation. However, the main limitations of content analysis for qualitative education research include the risk of reductionism, excessive subjectivity when constructing categories, difficulty in dealing with non-textual data, and limitations in generalizing results. Researchers must be aware of these limitations when using content analysis in their research.

Palavras-chave : content analysis; qualitative research; educational research.

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